DOI: https://doi.org/10.56712/latam.v6i1.3442=
Wordwall platform to foster new vocabulary
acquisition in young learners with A2 level
Plataforma
María
Herlinda Angamarca Morocho
mangamarcam@unemi.edu.ec
https://orcid.org/0009-0005-4452-5719
Universidad Estatal de Milagro
Loja – Ecuador
Graciela Maribel
Palta Medina
gpaltam@unemi.edu.ec
https://orcid.org/0009-0003-8943-7160
Universidad Estatal de Milagro
Loja – Ecuador
María An=
tonieta
Morales Jaramillo
antonieta.moralesj@ug.edu.ec
https://orcid.org/0000-0002-4230-2985
Universidad de Guayaquil
Guayaquil – Ecuador
Artículo recibido: 29 de enero de 2025. Aceptado para
publicación: 12 de febrero de 2025.
Conflictos de Interés: Ninguno que declarar.
Abstract
This
qualitative study investigated the potential of the Wo=
rdwall
platform to foster vocabulary acquisition and enhance the learning experien=
ce
for A2-level students. The research explored how
teachers utilize digital platforms and strategies to support vocabulary
development and examined the impact of Wordwall=
on
student motivation and learning outcomes. To gather data, researchers
administered online questionnaires to teachers and surveys with open-ended
questions to students. This approach gave an in-depth understanding of
teachers' instructional practices and students' perceptions of Wordwall. The collected data was analyzed using descr=
iptive
and qualitative methods to identify key themes and patterns. The findings r=
evealed
that teachers actively employed Wordwall to des=
ign
diverse and engaging vocabulary activities. Students reported increased
motivation and active participation in these activities individually and
collaboratively. The research suggests that the Wordwa=
ll
platform may contribute to increased vocabulary knowledge and a more enjoya=
ble
learning experience for A2-level students. This
highlights the potential of Wordwall as a valua=
ble
tool for vocabulary instruction in EFL contexts=
.
Keywords: vocabulary, wordwa=
ll,
strategies, motivation, 2 level
Resumen
Este estudio cualitativo investigó el
potencial de la plataforma Wordwall para foment=
ar la
adquisición de vocabulario y mejorar la experiencia de aprendizaje de
los estudiantes de nivel A2. La investigaci&oac=
ute;n
exploró cómo los profesores utilizan plataformas y estrategias
digitales para apoyar el desarrollo del vocabulario y examinó el imp=
acto
de Wordwall en la motivación de los
estudiantes y los resultados del aprendizaje. Para recopilar datos, los
investigadores administraron cuestionarios en línea a los profesores=
y
encuestas con preguntas abiertas a los estudiantes. Este enfoque brind&oacu=
te;
una comprensión profunda de las prácticas de instrucció=
;n
de los maestros y las percepciones de los estudiantes sobre Wordwall.
Los datos recopilados se analizaron utilizando métodos descriptivos y
cualitativos para identificar temas y patrones clave. Los hallazgos revelar=
on
que los profesores emplearon activamente Wordwall
para diseñar actividades de vocabulario diversas y atractivas. Los
estudiantes informaron una mayor motivación y su activa
participación en estas actividades de forma individual y colaborativ=
a.
La investigación sugiere que la plataforma Word=
wall
puede contribuir a un mayor conocimiento del vocabulario y una experiencia =
de
aprendizaje más agradable para los estudiantes de nivel A2. Esto resalta el potencial de Wordwall
como una herramienta valiosa para la enseñanza de vocabulario en
contextos de inglés como lengua extranjera.
Palabras clave:=
vocabulario, wordwall, estrategias,
motivación, nivel a2
Todo el
contenido de LATAM Revista Latinoamericana de Ciencias Sociales y
Humanidades, publicado en este sitio está disponibles bajo
Licencia Creative Com=
mons.![](3D"0133_AngamarcaMorocho_archivos/image002.jpg")
Có=
;mo
citar: Angamarca Morocho, M. H., Pal=
ta
Medina, G. M., & Morales Jaramillo, M. A. (2025). W=
ordwall platform to foster new
vocabulary acquisition in young learners with A2
level. L=
ATAM
Revista Latinoamericana de Ciencias Sociales y Humanidades 6 (1), 1651 R=
11; 1660.
https://doi.org/10.56712/latam.v6i1.3442=
INTRODUCTION
The Ecuadorian Ministry of Education (2012) outlines that A2 level learners can understand phrases and basic
information related to their personal lives, shopping, and places of intere=
st.
Digital platforms can further support these learners in identifying and
producing longer, more detailed texts, such as letters, thereby enhancing t=
heir
communicative competence.
This study explores the potential of the Wordw=
all
platform as a dynamic tool for enhancing vocabulary acquisition and retenti=
on
among young learners at the A2 level. Wordwall offers a user-friendly interface with a vari=
ety of
engaging activities and games (Darmawan et al, =
2023),
enabling learners to acquire vocabulary in an enjoyable and stimulating man=
ner,
whether working individually, in pairs, or in groups.
Furthermore, Wordwall aligns with key
learning theories such as connectivism and constructivism (Pappas, 2023). I=
ts
interactive nature encourages group interaction and conversation, fostering=
a
collaborative learning environment where students can actively construct th=
eir
understanding through experience and reflection (Purma=
ma
et., 2019).
Motivated by the need to optimize vocabulary acquisition for young
learners, this research investigates the following question: How can the
METHODOLOGY
Research design
This qualitative study employed a mixed-methods approach to investi=
gate
the potential of the Wordwall platform to foster
vocabulary acquisition and enhance the learning experience for A2-level students. Data were gathered through
questionnaires administered to teachers and surveys with open-ended questio=
ns
administered to students aged 12 to 15 years old. These students were enrol=
led
in high schools in the Sierra region of southern Ecuador, a rural area with
limited access to technological resources. This context allowed for an in-d=
epth
exploration of how Wordwall could be utilized to
support vocabulary learning in a resource-constrained environment.
Research participants
To ensure a representative sample, participants were randomly selec=
ted
from various educational institutions in the region. The sample included bo=
th
male and female teachers and students, who were contacted via WhatsApp and
provided with a link to the survey and questionnaire. To encourage candid
responses, all data were collected anonymously.
The survey and questionnaire consisted of eight open-ended questions
designed to explore the potential of the Wordwall
platform to foster vocabulary acquisition. Both teachers and students expre=
ssed
their perspectives on how Wordwall facilitated
interactive learning and enhanced their vocabulary development.
Research Instruments
The research instruments were designed using Google Forms and appli=
ed
online for students and teachers. This study applied Surveys and Interviews=
as
instruments for data collection. Surveys are a traditional way of researchi=
ng
to gather information about what most people do or think about something; t=
hey
mainly help describe reality (Burton & Mazerolle, 2011). For the interviews, the researcher=
s used
questionnaires. A questionnaire is a very convenient way of collecting
information from many people within a period (Mathers et al., 2007). This
requires the researcher to put some thought into asking relevant questions =
and,
in a logical sequence, avoiding biased questions.
The survey and the questionnaires were designed using Google Forms.
According to Vasantha & Harinaraya=
na
(2016), Google Forms is a free cloud data management tool to design and
developing web-based questionnaires to gather opinions or beliefs.
Data Collection Method and Analysis
To gain a deeper understanding of vocabulary acquisition, the
researchers employed a mixed-methods approach, combining quantitative and
qualitative data. They conducted surveys and questionnaires to gather insig=
hts
into students' perceptions and learning experiences. This qualitative data
provided valuable context and helped understand vocabulary acquisition's
nuances. The researchers carefully analyzed the responses from both students
and teachers, identifying key themes and patterns related to vocabulary
learning and instructional strategies. This comprehensive approach allowed =
for
a more holistic understanding of the factors contributing to effective
vocabulary acquisition.
LITERATURE REVIEW
Vocabulary acquisition is fundamental to language learning, regardl=
ess
of whether it's a first, second, or foreign language (=
Celce,
2001). For English as a Foreign Language (EFL)
learners, mastering vocabulary is crucial for developing both receptive and
productive language skills (Astriani et al., 20=
24). A
strong vocabulary empowers learners to communicate effectively and confiden=
tly,
while a limited vocabulary can hinder their progress and create obstacles to
successful communication.
Vocabulary encompasses the words and rules for combining them that
constitute a language, a person's range of known words, and lists of words =
with
definitions or translations (Hendra, 2011). It is the cornerstone of langua=
ge
skills such as reading, writing, speaking, and listening making it essential
for EFL learners to develop a rich and varied
vocabulary (Pagallí, 2024; Brama et al.
(2024).
Digital platforms like Wordwall offer
innovative ways to enhance vocabulary acquisition. Wor=
dwall
provides a range of interactive and engaging activities, including matching
games, quizzes, and puzzles, that cater to diverse learning styles and
preferences (Purwitasari, 2022; Friza
& Wahyu, 2023). Teachers can utilize pre-designed templates or create t=
heir
own customized activities to reinforce vocabulary learning and assess stude=
nt
progress (Brown & Rojas, 2022). This versatility makes Wordwall
a valuable tool for fostering vocabulary acquisition and creating enjoyable
learning experiences for students of all levels (Dwini=
ngrum
et al., 2024).
Motivation plays a crucial role in vocabulary acquisition, impacting
student engagement and the overall teaching-learning process (Brama et al.,
2024). Intrinsic motivation, driven by internal factors such as interest and
personal growth, leads to sustained learning and higher retention rates (Pi=
erre
& Frederic, 2007). Extrinsic motivation, stemming from external factors
like rewards or grades, can also influence student behavior and contribute =
to
vocabulary learning (Stonawski, 2022).
Furthermore, learning theories such as connectivism and constructiv=
ism
offer valuable frameworks for understanding vocabulary acquisition.
Connectivism emphasizes the importance of connections and the role of
technology in facilitating learning and knowledge sharing (Mendoza et al.,
2021). Constructivism highlights the active role of learners in constructing
meaning through experience, reflection, and social interaction (Lin, 2015).
Both theories underscore the importance of active learner engagement and the
creation of meaningful connections in vocabulary acquisition.
RESULTS
Table 1
Themes found in questionnaires online
applied in an interview with teachers
|
THEMES |
|
Language
proficiency |
|
Productive
skills |
|
Digital
strategies |
|
Strategies
to teach vocabulary |
|
Interactive
activities |
Teachers reported utilizing a variety of digital platforms to suppo=
rt
vocabulary instruction, including Quizlet, Duolingo, Kahoot, YouTube, Vocaroo, Padlet, and Bamboozle. While these platforms=
offer
diverse features and functionalities, teachers preferred creating interacti=
ve
vocabulary activities using Wordwall. They
highlighted its user-friendly interface, diverse activity templates, and
engaging game formats as key factors in their decision-making.
Table 2
Themes found in online surveys of A2 level students
|
THEMES |
|
Student´s
motivation |
|
Student
center |
|
Interactive
classes |
|
Vocabulary
retention |
|
Use
of new vocabulary |
Interestingly, students' responses corroborated the teachers' obser=
vations.
They mentioned that their teachers frequently reinforced newly taught
vocabulary through various digital platforms, indicating a consistent appro=
ach
to technology integration in vocabulary instruction. This suggests that
teachers are actively seeking ways to leverage technology to enhance vocabu=
lary
learning and create more engaging learning experiences for their students. =
Likewise, the strategies teachers apply, such as describing charact=
ers,
role-playing, visual aids like pictures and videos, and repetitive practice
with games, strengthen vocabulary maintenance and make the learning process
more student-centered and engaging. To evaluate the vocabulary words taught=
in
class, teachers take a written lesson using the words and expressions in the
classroom. Meanwhile, students answered that printed materials or digital
activities help them to learn new vocabulary.
Besides, some teachers affirmed that the Wordw=
all
platform helps them a lot in designing vocabulary activities related to any
topic. They mentioned that Wordwall activities =
like
matching games, word searches, puzzles, anagrams, drag-and-drop activities,=
and
quizzes make the learning process fun and benefit students in remembering
vocabulary in the long term. Also, the students said they appreciated the
activities mentioned before because they could work individually, with peer=
s,
or in groups and have marvelous experiences.
Finally, teachers highlighted the significant role of Wordwall in boosting student motivation. They observed
increased active participation within the classroom and in real-world
communication scenarios. This suggests that Wordwall's=
engaging activities and game formats effectively bridge the gap between
classroom learning and practical application. Students echoed this sentimen=
t,
expressing enthusiasm and heightened motivation when completing Wordwall template tasks. They reported that the platf=
orm's
interactive nature and diverse activities facilitated a deeper understandin=
g of
new vocabulary at their A2 level.
DISCUSSION
Data analysis revealed a clear appreciation for the Wordwall
platform's ability to foster vocabulary acquisition and create enjoyable
learning experiences for A2 level learners. Dig=
ital
platforms, particularly Wordwall, emerged as si=
gnificant
contributors to students' vocabulary growth. This finding aligns with Igir et al. (2024), who demonstrated the effectivenes=
s of Wordwall in enriching students' vocabulary in rural
schools.
Furthermore, the study highlighted how integrating effective vocabu=
lary
teaching strategies within the Wordwall platform
enhanced both the enjoyment and retention of new lexis. This resonates with=
Arsyad (2024), who found that students exhibited grea=
ter
interest and improved vocabulary retention when using =
Wordwall
compared to traditional resources like textbooks or worksheets.
The research also underscored the motivational power of Wordwall. Wahyuni et al. =
(2022)
observed that the platform's interactive games, audio-visual elements, and
colorful templates fostered a joyful and motivating classroom atmosphere,
promoting collaboration and friendly competition among students. Wordwall empowers students to actively construct their
vocabulary knowledge and apply it to their academic pursuits by providing a
dynamic and engaging learning environment.
CONCLUSIONS
Both teachers and students identified Wordwall=
as a powerful resource for enhancing vocabulary acquisition and student
engagement. Its diverse interactive activities, such as matching games,
quizzes, and puzzles, actively involve students in learning and promote a
deeper understanding of new vocabulary.
Wordwall's versatility and customizability make it
particularly effective for vocabulary instruction. Teachers can tailor
activities to meet the specific needs and interests of their A2-level learners, ensuring relevance and maximizing
engagement. The platform's free interactive templates, vibrant visuals, and
game-like formats significantly increase student motivation.
This heightened motivation translates into improved learning outcom=
es.
As students become more engaged and invested in learning their vocabulary
acquisition and retention are enhanced. This research contributes valuable
insights into the potential of Wordwall as a to=
ol for
vocabulary instruction and encourages further investigation through
experimental studies to quantify its impact on student learning.
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